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Issue #78
May, 2016

Métis Culture

Source: Our Legacy. Yvonne Vizina, author.

Summary: Roots of traditional Aboriginal worldviews teach that there are four interconnected parts to life including mental, physical, spiritual and emotional aspects. Looking at how culture exists also means looking into these four different, but symbiotic aspects of life. Today, the importance of understanding these aspects of culture are more broadly known and adopted. The United Nations Education, Scientific and Cultural Organization explains that “…culture should be regarded as the set of distinctive spiritual, material, intellectual and emotional features of society or a social group, and that it encompasses, in addition to art and literature, lifestyles, ways of living together, value systems, traditions and beliefs…”1

United Nations Education, Scientific and Cultural Organization  (2003)

This archive article will explore Métis culture from the perspective of a traditional Aboriginal worldview framework.

Handbook for Culturally Responsive Science Curriculum

Source: Sidney Stephens
Focus: Teachers

Summary: Culturally responsive science curriculum attempts to integrate Native and Western knowledge systems around science topics with goals of enhancing the cultural well being and the science skills and knowledge of students. It assumes that students come to school with a whole set of beliefs, skills and understandings formed from their experiences in the world, and that the role of school is not to ignore or replace prior understanding, but to recognize and make connections to that understanding. It assumes that there are multiple ways of viewing, structuring, and transmitting knowledge about the world – each with its own insights and limitations; it thus values both the rich knowledge of Native Alaskan cultures and of Western science and regards them as complementary to one another in mutually beneficial ways.

Participation in extracurricular activities and high school completion among off-reserve First Nations people

Source: Statistics Canada

Summary: Overview of the Study

This study reports on predictors of high school completion by age 18 among First Nations males and females aged 18 to 24 living off reserve, with a particular focus on extracurricular activities (participation in sports, arts and clubs). The results are based on data from the 2012 Aboriginal Peoples Survey (APS).

The Educational Outcomes of Children in Care in Manitoba

Source: Authors: Marni Brownell, Mariette Chartier, Wendy Au, Leonard MacWilliam, Jennifer Schultz, Wendy Guenette, Jeff Valdivia.

Summary: This report presents descriptive and statistical analyses regarding children placed in the care of Manitoba Child and Family Services (CFS). Referred to as “children in care” in this report, these children have been removed from the care of their original families because of a situation where authorities have deemed their family unable or unfit to look after them properly. Children can come into care for a variety of reasons including abuse, neglect, illness, death of a parent, addiction issues or conflict in their family, disability, or emotional problems.

This report was conducted by the Manitoba Centre for Health Policy (MCHP) at the request of Manitoba Health, Healthy Living and Seniors and the Healthy Child Committee of Cabinet (HCCC). MCHP was asked to “identify factors that contribute to the educational success of children in care in Manitoba” and to make recommendations regarding what schools, school divisions, and the provincial Department of Education and Advanced Learning could do to contribute further to the educational success of children in care.

In order to fulfill this request, MCHP identified five main objectives for this report:

  1. Describe the characteristics of children in care in Manitoba.
  2. Describe the educational outcomes of children in care in Manitoba.
  3. Identify factors that are associated with positive (and negative) educational outcomes for children in care in Manitoba.
  4. Provide information on programs that improve educational outcomes for children in care.
  5. Provide recommendations on how educational outcomes for children in care can be improved in Manitoba.

Forgotten: The Métis Residential School Experience

Source: Legacy of Hope Foundation
Focus: Secondary Students

Summary: Developed in 2013-14, this project documents and gives voice to the experiences of the many Métis children who were forced to attend Indian Residential Schools. Guided by a small, expert Métis advisory group, the Legacy of Hope Foundation created this exhibit and associated resources to shed light on the history and legacy of the Métis residential school experience.

Curated by Métis poet Gregory Scofield, and guided by advisory group embers Christi Belcourt, Maria Campbell, Guy Freedman, and Brenda MacDougall, the exhibit explores Métis identity, Métis experience of residential school and cultural reclamation and healing.

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